Главная    Ex Libris    Книги    Журналы    Статьи    Серии    Каталог    Wanted    Загрузка    ХудЛит    Справка    Поиск по индексам    Поиск    Форум   
blank
Авторизация

       
blank
Поиск по указателям

blank
blank
blank
Красота
blank
Steinbring H. — Construction of New Mathematical Knowledge in Classroom Interaction: An Epistemological Perspective
Steinbring H. — Construction of New Mathematical Knowledge in Classroom Interaction: An Epistemological Perspective



Обсудите книгу на научном форуме



Нашли опечатку?
Выделите ее мышкой и нажмите Ctrl+Enter


Название: Construction of New Mathematical Knowledge in Classroom Interaction: An Epistemological Perspective

Автор: Steinbring H.

Аннотация:

The Construction of New Mathematical Knowledge in Classroom Interaction deals with the very specific characteristics of mathematical communication in the classroom. The general research question of this book is: How can everyday mathematics teaching be described, understood and developed as a teaching and learning environment in which the students gain mathematical insights and increasing mathematical competence by means of the teacher's initiatives, offers and challenges? How can the 'quality' of mathematics teaching be realized and appropriately described? And the following more specific research question is investigated: How is new mathematical knowledge interactively constructed in a typical instructional communication among students together with the teacher? In order to answer this question, an attempt is made to enter as in-depth as possible under the surface of the visible phenomena of the observable everyday teaching events. In order to do so, theoretical views about mathematical knowledge and communication are elaborated.

The careful qualitative analyses of several episodes of mathematics teaching in primary school is based on an epistemologically oriented analysis Steinbring has developed over the last years and applied to mathematics teaching of different grades. The book offers a coherent presentation and a meticulous application of this fundamental research method in mathematics education that establishes a reciprocal relationship between everyday classroom communication and epistemological conditions of mathematical knowledge constructed in interaction.


Язык: en

Рубрика: Педагогика и образование/

Статус предметного указателя: Готов указатель с номерами страниц

ed2k: ed2k stats

Год издания: 2005

Количество страниц: 252

Добавлена в каталог: 14.05.2008

Операции: Положить на полку | Скопировать ссылку для форума | Скопировать ID
blank
Предметный указатель
Abstraction      82 100 101
Activity      7 15 19 23 35 36 50 83 88 90 155 183 185
Algebra      xii 82 178
Algorithmic justification      191 192 194 203 206 207 210
Argument      xi xii 19 32 40 61 65 73 76 87 110 111 112 113 115 116 117 119 121 122 131 141 142 159 161 165 167 171 174 175 176 188 189 190 191 192 193 194 195 196 197 198 199 200 202 204 205 206 208 209 210 212 213 214 217
Argumentation      xi xii 32 40 61 73 76 87 113 122 131 141 142 159 167 188 189 190 191 192 193 194 195 196 198 205 208 209 210 212 213 217
Autonomous system      13 55
Autopoietic system      9 51 55 56 58 62 72 78
Axioms      24 65 179 180 190 219
Baraldi, C.      52 53 63 71 73 74 76 223
Bartolini Bussi, M.G.      225 227 228
Bauersfeld, H.      xi 18 19 20 33 34 47 74 75 76 223 224
Bekemeier, B.      189 223
Bereiter, C.      62 64 67 81 223
Bernoulli’s theorem      28 29
Bickhard, M.H.      62 223
Biehler, R.      223 227
Bishop, A.      17 223 224
Borel, E.      29 223
Bourbaki, N.      14 16 223
Bromme, R.      47 88 223
Brosseau, G.      223 224
Bruner, J.      34 224
Cassirer, E.      19 82 224
Changeux, J.-P.      36 224
Circularity      29
Classroom interaction      13 18 21 33 35 36 46 47 48 50 55 56 61 64 74 76 140 162 214
Cobb, P.      18 19 33 34 82 187 223 224
Cognitive psychology      33
Coherent      xi 7 11 15 16 19 69 89 214
Communication      xi xii 2 3 4 5 8 9 13 14 15 27 35 36 37 46 47 48 50 51 52 53 54 55 56 57 58 59 61 62 63 64 71 72 73 74 75 76 77 78 79 80 84 85 86 94 121 166 179 180 181 183 184 185 186 187 188 189 190 191 192 194 195 202 203 205 209 210 212 217 219 220 221
Communication concept      48 51
Complementarity      56 121 186
Conceptual relation      69 118 132 178 179 180 184 189 190 191 196 198 200 202 203 205 206 207 210 214
Connes, A.      36 224
Consciousness      9 51 52 53 63 72 73 74 190 221
Consistent base knowledge      5 181 215
Constructivism      33 62
Corsi, G.      52 53 63 71 73 74 76 223
Coulthard, R.      39 226
Cultural object      36
Culture      xii 2 7 8 11 16 17 18 19 20 21 32 33 56 64 179 183 185 219 220
Culture, mathematical      8
Davis, P.      183 224
Dehaene, S.      36 84 224
Deictic      117 138 140 184
Design      16 19 25 79 88 101 221
Diagram      12 21 23 26 117 137 138 144 171 188 190 196 198 202 203 205 206 210 212
Discourse      37 57
Dorfler, W.      64 224
Duval, r.      20 30 72 224
Eccles, P.J.      68 224
Embodiment      28 46 81 82 186
Embody      11 30 81
Empirical foundation      21
Empirical justification      51 180 205 212 213
Empirical situatedness      83 180 181 212 213
Epistemological structure      18 40 47 86
Epistemologically-oriented      13 21 33 36 38 39 40 48 49 50 65 95
equation      108 125 126 130 132 202
Equations      96 100 184 219
Esposito, E.      52 53 63 71 73 74 76 223
Ethnographic perspective      18
Ethnomethodology      34
Everyday communication      9 183
Exercise system      89
Figurate numbers      85 89 96 98 99 100 102 147 155 177 210
Fragility      82 212
Frege, G.      23 24 27 224
Freudenthal, H.      15 16 19 185 224
Funnel pattern      47 74
G.H., Muller      68 88 89 92 96 225 228
General communication      9 57 64 219
Generalization      65 68 81 83 114 115 180 197 198 200 213
Geometry      4
gesture      21
Glasersfeld, E.von      33 224
Goodman, N.      224
Harten, G.von      88 224
Haussmann, K.      223
Heintz, B.      xi 12 13 14 71 72 73 74 76 189 190 191 224
Hersh, R.      36 183 224
Heymann, H.-W.      223
Hiebert, J.      185 186 227
Hoffmann, M.      62 224
Icon      21
Independent relational justification      191 192 194
Individual-psychological perspective      33
Indurkhya, B.      12 67 224
information      52 53 54 55 71 76 77 87 88 89 114 127 180 214
Instructional communication      1 7 38 58 59 61 74 85 178 186 190 191 192 194 219 220
Interaction pattern      34 64
Interaction theory      34 56
Jahnke, H.N.      20 66 84 189 224 225
Jungwirth, H.      33 39 225
Keyser, C.J.      19 225
Knorr-Cetina, K.D.      11 225
Knowledge constructio      xii 4 5 8 47 59 63 65 79 83 86 88 89 108 110 118 119 121 122 123 126 130 132 136 137 142 144 146 151 153 159 160 161 162 175 176 178 179 180 181 188 191 194 195 196 197 198 199 200 201 202 203 204 206 207 209 210 211 212 213 214 215 216 217 219 220
Knowledge development      9 30 33 35 51 66
Krainer, K.      88 89 225
Krauthausen, G.      89 92 225
Krishner, D.      223
Krummheuer, G.      33 34 35 40 74 75 223 225
Lakoff, G.      31 32 82 225
Language      ix 14 15 20 52 53 54 183
Lave, J.      11 225
Lawler, R.W.      11 225
Learning environment      xii 1 4 6 13 85 88 89 90 92 93 95 96 99 100 101 102 133 147 155 162 184 185 202 217 219
Learning paradox      61
Lerman, S.      226 228
Loeve, M.      29 225
Logical structure      64 65 66 67 68 69 70 71 78 79 80 82 198
Lorenz, J.H.      100 223 225
Luhmann, N.      3 9 13 48 51 52 53 54 55 56 62 66 71 73 77 78 192 225
Maier, H.      33 47 225 226 227
Maistrov, L.E.      226
Mason, J.      82 187 224 226
Mathematical communication      xi xii 3 5 7 8 9 15 27 34 35 38 39 48 51 55 56 57 58 59 61 72 74 76 78 81 87 101 177 180 186 188 189 190 191 192 194 200 211 214 217 219 220
Mathematical idea analysis      31
Mathematical meaning      2 4 5 8 25 27 31 34 37 46 47 51 58
Mathematical process      15 82
Mathematical product      15 32
Mathematical relation      5 19 31 67 68 69 70 78 80 81 82 108 117 118 122 131 132 140 178 192 199 201 217
Mathematical understanding      1 185
Mathematician      xi 12 15 16 17 36 65 190
Maturana, H.R.      51 226
Mediation      8 15 21 22 26 28 29 30 31 55 63 72 73 74 88 108 118 123 132 142 147 154 160 161 167 175 179 183 184 185 188 194 212 213
Mehan, H      39 226
Mental object      28 30 36
Message      52 53 54 55 71 76 77 79 192
Metaphor      31 32 63
Miller, M.      61 62 193 197 215 216 226
Mises, R.von      24 226
Nature of mathematics      14
Negotiation      15 18 32 37 65
Neth, A.      26 226
Noth, W.      21 53 226
Nuftez, R.E.      31 32 63 82 225 226
Number line      26 40
Ogden, C.K.      23 24 27 226
Ontological      70 71 80 190 201 210 211
Ontology      66 67 68 69 70 71 78
Otte, M.      20 21 27 29 82 96 184 224 225 226
Paradaox of old and new knowledge      64 193
Paradox between justification and development      64
Paradox of instructional mathematical communication      76
Paradoxical character of mathematical knowledge      20 65
Philosophy of language      20 23
Pimm, D.      82 187 226
practice      1 7 11 12 13 17 18 27 32 57 58 74 76 89 101 179 186 219 220
Practicing      89
Presmeg, N.      106 226
Prime number      65 67 68 70
probability      8 19 24 25 28 29 32 223 224
Problem structure (of an episode)      40
Productive mathematical exercises      88
proof      xi 14 15 65 66 72 73 74 76 189 190
Psychic      51 52 62 72 73
Pure mathematics      11
Radford, L.      183 184 226
Reib, V.      223
Reiss, M.      223
Relational concept      19
Relational generality      59 180 181 194 205
Representation      27 42 43 44 62 80 99 100 122 140 174 176 177 188 201 207 215
Research approach      8 12 13 34 35 36 38 40 52 55 56
Research question      1 11 38 40 57 61 64 219
Resnik, M.D.      28 226
Richards, F.A.      23 24 27 226
Rotman, B.      30 65 66 226
Saussure      9 15 53 54 55 78 226
Scherer, P.      92 226
Scholz, R.W.      223 227
Searle, J.R.      36 67 226
Seat work      38
Seeger, F.      88 223 224 227
Semiotic mediation      22
Semiotic model      55 56 78 106 107
Semiotic representation      20
Sierpinska, A.      ix 225 227 228
Sinclair, J.      39 226
Situated cognition      11
Situatedness      xii 59 80 81 82 86 186 196 212 220
Situation-bound relational justification      196 198 200 201 209
Social      xi 7 9 11 12 13 16 18 23 24 34 35 36 37 40 46 47 48 51 52 54 55 56 57 58 62 63 64 65 68 70 72 73 74 76 77 78 80 81 83 84 87 167 177 179 183 185 193
Social construction      7 47 56 63 177
Social epistemology      34 35 40 56
Social fact      36 56 78
Solomon, Y.      34 226
Steinbring, H.      iii ix xiii 18 21 22 23 24 29 30 33 37 38 39 46 47 81 88 101 186 223 224 225 226 227 228
Stigler, J.W.      185 186 227
Stoffdidaktik      33 34 227
Strafier, R.      223 227
Substance concept      19 20
Substantial learning environment      79 88 89 92 94 96
Sutherland, R.      224
Symbolic representation      84 115
Symbolically generalized communication media      71 73
Syntactical      44 45
Teaching unit      xiii 16 85 89 90 168 205
Theoretical foundation      2 3 4 8 55 59 86
Theoretical glasses      2 3 39 85 101
Theoretical knowledge      11 19 32 36 84 219
Theoretical microscope      2 3 40 86 102
Thousands book      40 41 42 43 44 45
Time structure (of an episode)      40
Topaze effect      79
Uniform mathematics      14 15
Varela, F.J.      51 226
Visualization      40 46 47 73 74 100 122 189
Voigt, J.      18 26 33 34 35 39 74 75 223 224 225 226 227
Wagner, R.      18 227
Waschescio, U.      224 227
Wenger, E.      11 225 227
Whiston, J.A.      223
Wilder, R.L.      11 17 18 227
Winkelmann, B.      223 227
Winter, H.      87 89 96 227 228
Wittmann, E.C.      16 17 68 79 87 88 89 90 92 96 101 228
Wollring, B.      39 225
Wood, T.      34 74 80 224 228
Yackel, E.      18 34 224
blank
Реклама
blank
blank
HR
@Mail.ru
       © Электронная библиотека попечительского совета мехмата МГУ, 2004-2020
Электронная библиотека мехмата МГУ | Valid HTML 4.01! | Valid CSS! О проекте